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9.1 Assignment Collocations and Eliciting

The document discusses teaching vocabulary through collocations and eliciting techniques. It provides examples of collocations grouped by verbs like "do", "get", "make", and "have". It describes having students practice collocations through matching activities and miming actions. It also gives examples of how to elicit the meaning of words like "smooth", "date", "harmful", "silverware", and "dance" using real-life objects, pictures, and physical demonstrations.

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María José Quiroga
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189 views

9.1 Assignment Collocations and Eliciting

The document discusses teaching vocabulary through collocations and eliciting techniques. It provides examples of collocations grouped by verbs like "do", "get", "make", and "have". It describes having students practice collocations through matching activities and miming actions. It also gives examples of how to elicit the meaning of words like "smooth", "date", "harmful", "silverware", and "dance" using real-life objects, pictures, and physical demonstrations.

Uploaded by

María José Quiroga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Part I - Collocations

Do your homework
Make a mistake
Make the bed
Get married
Have lunch
Do the shopping
Do the cooking
Have fun
Get home
Keep quiet

I will make clear that collocations are words that go together, if they don’t, then the meaning
is lost. Here I choose some collocations that use the same verb such as Do, Get, Make,
Have. For instance, 'make' refers to things that are made that weren't there before. 'Do'
refers to actions that we take or do such as chores. After teaching collocations by grouping
them by categories (Do, Have, Get, Make, Keep), I would make students match the
collocations later on by using flashcards made with quizlet, a web tool where you can make
flashcards sets. Students form two groups and they have to go to the board and stick the
correct collocations as fast as they can, as in a race. The group that has the most correct
collocations wins. Another way of making sure they understood the collocations taught is to
have the students in 2 groups and each member of the group has to step to the front of the
class and mime the action corresponding to the collocation, and the members of the other
group have to say which collocation it is.

Part II - Eliciting:
● Smooth: I could bring realia to the class, such as two different pieces of fabric (i.e.:
chiffon/ silk and chenille) and make them touch them and see the difference between
smooth and rough, for example. Then I ask the students: Which fabric is smooth,
chenille or silk?, and they have to answer.
● To go on a date: I can bring pictures to a class of two people together in different
situations, such as two friends studying, two friends having lunch at school, and two
people going to the movies together taken by the hands. Students have to say in
which picture they think the people are going on a date.
● Harmful : I would ask students: Do you think that sunbathing at 1 pm in the afternoon
without sunblock is harmful or good?
● Silverware: I would use realia. I would bring two sets of knife, fork and spoon to the
class, one made of plastic and the other made of silver or a material that resembles
silver (such as stainless steel). I would ask the students which set can be considered
silverware. I can ask: Which set is made of silver or similar? Which is made of
plastic? So they point to the correct set. I can ask: Then which set is silverware?
● To dance: I would mime the action and ask the students what they think I am doing. I
could also show 2 pictures and elicit which picture refers to the verb “to dance”.

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